A friend of mine is studying for his Masters in IT and has just written an outstanding paper on the use of Mobile Phones by Teachers. It was great to see that there was a conference held recently to discuss how Teacher Librarians can use them.
"More people than ever are using mobile devices for a wide variety of purposes including communication, internet access, text messaging, and entertainment. It is important that libraries provide services on these devices as use increases.
The first ever Handheld Librarian Online on July 30, 2009 is the place to learn about these and other topics related to using wireless and handheld devices in your library."
Thursday, July 9, 2009
Wednesday, July 8, 2009
Wow, Castle Towers
I took my children yesterday to Castle Towers to see Ice Age 3.
Wow, is all I can say!
The children were fascinated when we exited the lift from the carpark to find an Interactive Map and began quickly typing in names of stores that they wished to go to before I had even worked out what this thing was. They were fascinated at watching the map move between levels then when we sat down for lunch there was a Multimedia Television playing. I noticed that my kids took every new technology presented in the Shopping Complex as just another part of life that was well worth exploring.
And yes, Of course they had to watch the movie in 3D to gain the "full effect" as my 7 year old son said.
So I have decided that this is the goal I wish to achieve when I become a TL. When the students come into my library I want them to be excited and willing to try and use all of the resources available to them with this same passion. I want my Library to be warm, welcoming, exciting and interactive with all the resources possible to meet the user needs.
Wow, is all I can say!
The children were fascinated when we exited the lift from the carpark to find an Interactive Map and began quickly typing in names of stores that they wished to go to before I had even worked out what this thing was. They were fascinated at watching the map move between levels then when we sat down for lunch there was a Multimedia Television playing. I noticed that my kids took every new technology presented in the Shopping Complex as just another part of life that was well worth exploring.
And yes, Of course they had to watch the movie in 3D to gain the "full effect" as my 7 year old son said.
So I have decided that this is the goal I wish to achieve when I become a TL. When the students come into my library I want them to be excited and willing to try and use all of the resources available to them with this same passion. I want my Library to be warm, welcoming, exciting and interactive with all the resources possible to meet the user needs.
Friday, July 3, 2009
ETL 401 - series of reflections
Extending my knowledge.
Taking the feedback for ETL 401 from my marker Barbara Braxton I am going to break down each part of my 2nd Assignment over a series of Blogs and put in my own words my learning.
Understand the principles of lifelong learning.
Firstly a Teacher Librarian is aware that learning does not just take place in school but is a lifelong process and a skill that our students will need as they enter and try to remain in the workforce for their entire working life. Research shows that more and more people will need to study well after leaving school and more people in their forties and fifties will need to update and learn new skills to become the driving source in any economy.
Why is lifelong learning a key long-term national issue?
Most Australians have grown up in a world where young workers provided a constant stream of new labour and new skill into the workplace. This process has been going on ever since the “Baby Boom” generation began to join the workforce in the late 1960s. The result is that education in Australia has concentrated on the first 25 years of life. But this process is now coming to an end. Both the labour supply and labour demand are changing.
Labour supply changes
In the late 1980s, people aged 45 or over made up just 24 per cent of the labour market. By 2016, projections say, that figure will rise to 44 per cent. In other words, young people alone will not provide the new skills that drive organisations to innovate and grow.
14th June, 2005 Ceda Committee for economic development of Australia
http://ceda.com.au/public/research/lifelong_learning/learning_policystatement.html
But lifelong learning also encompasses those skills that factor into our enjoyment of life such as being able to enjoy a good book over the holidays or even book a holiday that will meet our needs or the ability to record and reflect our thoughts eg. a blog, a diary, a shopping list, a list of requirements for an Assignment and/or keep in touch with the world through Twitter or online news, etc. The skills that students will use to work cooperatively with other students on projects but also their skills in networking with each other, teachers and future employers, which in this day an age is predominately using all forms of technology.
Taking the feedback for ETL 401 from my marker Barbara Braxton I am going to break down each part of my 2nd Assignment over a series of Blogs and put in my own words my learning.
Understand the principles of lifelong learning.
Firstly a Teacher Librarian is aware that learning does not just take place in school but is a lifelong process and a skill that our students will need as they enter and try to remain in the workforce for their entire working life. Research shows that more and more people will need to study well after leaving school and more people in their forties and fifties will need to update and learn new skills to become the driving source in any economy.
Why is lifelong learning a key long-term national issue?
Most Australians have grown up in a world where young workers provided a constant stream of new labour and new skill into the workplace. This process has been going on ever since the “Baby Boom” generation began to join the workforce in the late 1960s. The result is that education in Australia has concentrated on the first 25 years of life. But this process is now coming to an end. Both the labour supply and labour demand are changing.
Labour supply changes
In the late 1980s, people aged 45 or over made up just 24 per cent of the labour market. By 2016, projections say, that figure will rise to 44 per cent. In other words, young people alone will not provide the new skills that drive organisations to innovate and grow.
14th June, 2005 Ceda Committee for economic development of Australia
http://ceda.com.au/public/research/lifelong_learning/learning_policystatement.html
But lifelong learning also encompasses those skills that factor into our enjoyment of life such as being able to enjoy a good book over the holidays or even book a holiday that will meet our needs or the ability to record and reflect our thoughts eg. a blog, a diary, a shopping list, a list of requirements for an Assignment and/or keep in touch with the world through Twitter or online news, etc. The skills that students will use to work cooperatively with other students on projects but also their skills in networking with each other, teachers and future employers, which in this day an age is predominately using all forms of technology.
Wednesday, July 1, 2009
A reflection on ETL503
I was over - joyed to receive back my 2nd Assignment from ETL 503. I have learned many things.
Firstly, I have got a buzz out of finding and experimenting with new digital resources. I can see how these form such a valuable part of any collection. I experimented with the live chat today from the CSU Library, it was great. A guy called Ian was very helpful and what usually would have taken a long phone call just took minutes. I also set up another wiki for my pathfinder for one of my subjects for the up and coming Semester.
Tonight I have just finished looking up different uses for Twitter from an Academic point of view. One article I found listed 17 different ways to use Twitter.
Secondly,I now understand why selection and deselection are so crucial to the Librarian's role. I still have to learn how to word what the collection excludes.
I can't wait to present my Collection Management Policy to the school where my children attend and know that it will be a useful Professional tool. It's exciting and I hope that they can use it.
I believe reading and interacting in the Forums is now crucial in this course. It was from reading other people's posts that I gained a clearer understanding of what was required in this Assignment. I also loved the podcasts, being an aural learner.
Firstly, I have got a buzz out of finding and experimenting with new digital resources. I can see how these form such a valuable part of any collection. I experimented with the live chat today from the CSU Library, it was great. A guy called Ian was very helpful and what usually would have taken a long phone call just took minutes. I also set up another wiki for my pathfinder for one of my subjects for the up and coming Semester.
Tonight I have just finished looking up different uses for Twitter from an Academic point of view. One article I found listed 17 different ways to use Twitter.
Secondly,I now understand why selection and deselection are so crucial to the Librarian's role. I still have to learn how to word what the collection excludes.
I can't wait to present my Collection Management Policy to the school where my children attend and know that it will be a useful Professional tool. It's exciting and I hope that they can use it.
I believe reading and interacting in the Forums is now crucial in this course. It was from reading other people's posts that I gained a clearer understanding of what was required in this Assignment. I also loved the podcasts, being an aural learner.
Wednesday, June 24, 2009
A Wiki Creation
Yesterday I created my own Wiki.
Why?
To create databases of helpful sites and resources that I may use when I do take on the role of Teacher Librarian.
It wasn't too difficult. I think Wikispaces seems to be fairly raliable as recommended by one of the Teacher Librarians on OZTL_Net.
I hope to collect as many resources and links as possible.
I will use my blog for professional readings and reflections on learning and my wiki as a practical hands-on site.
Why?
To create databases of helpful sites and resources that I may use when I do take on the role of Teacher Librarian.
It wasn't too difficult. I think Wikispaces seems to be fairly raliable as recommended by one of the Teacher Librarians on OZTL_Net.
I hope to collect as many resources and links as possible.
I will use my blog for professional readings and reflections on learning and my wiki as a practical hands-on site.
Tuesday, June 9, 2009
Part C - A Critical Synthesis Monica Brown 11413480 ETL 401 ASS 2
Part C
Task: A Critical Synthesis of your reflection on how your view of the role of the teacher librarian may have changed during the subject. This should include examples captured from your personal blog and from your contribution to and reading of the ETL 401 forum. (about 750 words)
My view of the Teacher Librarian when I first began this course was a very simplistic one. It was drawn from my dealings with Teacher Librarians as a student and as a classroom teacher. A Teacher Librarian was someone who:
* introduced new books to children and fostered a love of reading.
* covered, catalogued and shelved books.
* processed borrowings and returns.
* was used for RFF.
On completion of my first semester, I now view the role of the Teacher Librarian as a unique and Multi-faceted one.
It encompasses :
* The Advocate role (both of their unique role and in the promotion of lifelong learning)
* The Colloborative (not only with Principals, staff and students but also the wider school community and other Teacher Librarians) and the Curriculum Leadership role
* The Instructional Technologist role
* The Library Management role
* The Instructional role
* The Information specialist role
* The Information literacy role
(Adapted from the Summary of the Association for Teacher -librarianship, list of professional competencies for Teacher Librarians from Blog post entitled: The changing role of the Teacher Librarian in the Twenty-first Century).(Brown, 2009, June 3)
The areas that I feel my views have most changed include the Advocate role, The Instructional Technologist role, The Information Specialist role and the Information Literacy role.
The Advocate Role of the Teacher Librarian:
As I have never held the position of Teacher Librarian I have gained a greater insight into the importance of Advocacy in the role of the Teacher Librarian. I see that it is the Teacher Librarian's role to inform others, especially Principals and Classroom Teachers of their unique role and usefulness to the entire school community. Elizabeth Mackinnon (2009, Mar 29), in the sub - Forum:Topic 2, comments on how a positive view of the Teacher Librarian may be achieved by referring to the Odberg reading, stating that there are three ways TLs can ensure this respect; clear communication, developing professional credibility and working ‘to advance school goals.’ ( p 16).
The Instructional Technologist Role of the Teacher Librarian:
At the beginning of this Semester I was overwhelmed by the technology involved in the role of Teacher Librarian and I had very little knowledge of technology other than creative word processsing, publishing and the use of powerpoints. I expressed thoughts of the role of the Teacher Librarian and the use of technology when reflecting on Residential School, "I now realise that the Teacher Librarian has to be the most Technologically 'savvy' and able to resource the latest information for all users within the school community." (Brown, 2009, Feb. 24)
Further participation in Forums and drawing conclusions from readings to add to my blog revealed that technology had brought many changes to the role of the Teacher Librarian. Through the Subject ETL 503 I have gained even more enlightenment into not only the use of technological resources within the school library but also in the Teacher Librarian's role in selecting, deselecting and evaluating these resources.
I have a greater understanding of how technology may be used by the Teacher Librarian to enhance Information Literacy both now and in the future such as remixing Library Collections for Digital Youth. In my blog entry entitled "YPulse and the Digital age" ( May 22nd, 2009), I reflected on a reading regarding a summit that was exploring the future of content. It introduced some of the Web 2.0 tools that may be used to improve the delivery of content to learners and advocacy of the use of social networking sites as a way for Teacher Librarians to connect with students.
The Information Specialist and Information Literacy roles:
As a classroom teacher I now realise that I have seen only a small fraction of what the role of the Teacher Librarian encompasses. After joining OZTL_NET I reflected in my blog “What we teach and do” ( Brown, 2009, May 26) on a post which had reiterated the importance of teaching Information Literacy and emphasising the importance of the unique role of the Teacher librarian:
“ Instruction in Information literacy during training is important for the TL......Whilst classroom teachers who are placed in the TL role without qualifications may be literate..........they do not have the expertise in the use of Boolean Strategies for effective searching databases.....or actually teaching students a research framework or note-taking skills....and much more”.
In conclusion, I believe that Michael Stephens' 3 essential duties of librarians and the broad themes of the Melbourne Unconference in 2007 in my post entitled "Reading - The Australian Journal VOL57 No.1, 2008" may also be applied to sum up the essential roles of Teacher Librarians : Learning to learn,
Adapting to change and embracing change, Scanning the horizon, Empowering users
and Unblocking information. (Brown, 2009, June 7th)
Task: A Critical Synthesis of your reflection on how your view of the role of the teacher librarian may have changed during the subject. This should include examples captured from your personal blog and from your contribution to and reading of the ETL 401 forum. (about 750 words)
My view of the Teacher Librarian when I first began this course was a very simplistic one. It was drawn from my dealings with Teacher Librarians as a student and as a classroom teacher. A Teacher Librarian was someone who:
* introduced new books to children and fostered a love of reading.
* covered, catalogued and shelved books.
* processed borrowings and returns.
* was used for RFF.
On completion of my first semester, I now view the role of the Teacher Librarian as a unique and Multi-faceted one.
It encompasses :
* The Advocate role (both of their unique role and in the promotion of lifelong learning)
* The Colloborative (not only with Principals, staff and students but also the wider school community and other Teacher Librarians) and the Curriculum Leadership role
* The Instructional Technologist role
* The Library Management role
* The Instructional role
* The Information specialist role
* The Information literacy role
(Adapted from the Summary of the Association for Teacher -librarianship, list of professional competencies for Teacher Librarians from Blog post entitled: The changing role of the Teacher Librarian in the Twenty-first Century).(Brown, 2009, June 3)
The areas that I feel my views have most changed include the Advocate role, The Instructional Technologist role, The Information Specialist role and the Information Literacy role.
The Advocate Role of the Teacher Librarian:
As I have never held the position of Teacher Librarian I have gained a greater insight into the importance of Advocacy in the role of the Teacher Librarian. I see that it is the Teacher Librarian's role to inform others, especially Principals and Classroom Teachers of their unique role and usefulness to the entire school community. Elizabeth Mackinnon (2009, Mar 29), in the sub - Forum:Topic 2, comments on how a positive view of the Teacher Librarian may be achieved by referring to the Odberg reading, stating that there are three ways TLs can ensure this respect; clear communication, developing professional credibility and working ‘to advance school goals.’ ( p 16).
The Instructional Technologist Role of the Teacher Librarian:
At the beginning of this Semester I was overwhelmed by the technology involved in the role of Teacher Librarian and I had very little knowledge of technology other than creative word processsing, publishing and the use of powerpoints. I expressed thoughts of the role of the Teacher Librarian and the use of technology when reflecting on Residential School, "I now realise that the Teacher Librarian has to be the most Technologically 'savvy' and able to resource the latest information for all users within the school community." (Brown, 2009, Feb. 24)
Further participation in Forums and drawing conclusions from readings to add to my blog revealed that technology had brought many changes to the role of the Teacher Librarian. Through the Subject ETL 503 I have gained even more enlightenment into not only the use of technological resources within the school library but also in the Teacher Librarian's role in selecting, deselecting and evaluating these resources.
I have a greater understanding of how technology may be used by the Teacher Librarian to enhance Information Literacy both now and in the future such as remixing Library Collections for Digital Youth. In my blog entry entitled "YPulse and the Digital age" ( May 22nd, 2009), I reflected on a reading regarding a summit that was exploring the future of content. It introduced some of the Web 2.0 tools that may be used to improve the delivery of content to learners and advocacy of the use of social networking sites as a way for Teacher Librarians to connect with students.
The Information Specialist and Information Literacy roles:
As a classroom teacher I now realise that I have seen only a small fraction of what the role of the Teacher Librarian encompasses. After joining OZTL_NET I reflected in my blog “What we teach and do” ( Brown, 2009, May 26) on a post which had reiterated the importance of teaching Information Literacy and emphasising the importance of the unique role of the Teacher librarian:
“ Instruction in Information literacy during training is important for the TL......Whilst classroom teachers who are placed in the TL role without qualifications may be literate..........they do not have the expertise in the use of Boolean Strategies for effective searching databases.....or actually teaching students a research framework or note-taking skills....and much more”.
In conclusion, I believe that Michael Stephens' 3 essential duties of librarians and the broad themes of the Melbourne Unconference in 2007 in my post entitled "Reading - The Australian Journal VOL57 No.1, 2008" may also be applied to sum up the essential roles of Teacher Librarians : Learning to learn,
Adapting to change and embracing change, Scanning the horizon, Empowering users
and Unblocking information. (Brown, 2009, June 7th)
Sunday, June 7, 2009
Statement on teacher librarian qualifications - ASLA - Adopted: November 1994 - Amended: February 2009
Retrieved : May 24th, 2009
The role of the TL is a unique and Multi dimensional one.
In topic 2 for ETL401 we were asked to look at the following document as a starting point to examining the role of the TL.
The statement by ASLA on Teacher Librarian qualifications indicates the TL role and emphasises the importance of qualifications for a TL.
Summary of Statement:
• Teacher librarians support and implement the vision of their school communities through advocating and building effective library and information services and programs that contribute to the development of lifelong learners.
• A teacher librarian is defined as one who holds recognised teaching qualifications and qualifications in librarianship, defined as eligibility for Associate (i.e. professional) membership for the Australian Library and Information Association [ALIA]. Within the broad fields of education and librarianship, teacher librarians are uniquely qualified. This is valuable because curriculum knowledge and pedagogy are combined with library and information management knowledge and skills.
• The nature of teacher librarianship and library and information services is constantly developing. Educational research and new understandings impact on curricula, teaching, learning and digital technologies. Therefore, continuing professional learning for teacher librarians is essential to maintain a current library and information service for the school.
• As a member of a school’s teaching team, the teacher librarian has a role in the planning, implementation and evaluation of educational policies, curricula, outcomes and programs, with particular reference to the development of students’ information literacy.
• Courses in teacher librarianship emphasise the unique, integrated nature of the role. These qualifications ensure that the teacher librarian is both an educator and an information manager with integrated understandings from both of the areas.
A qualified teacher librarian will:
• develop a deep understanding of suitable pedagogies with relevance to learning styles;
• model excellent teaching practice and guide teachers with curriculum implementation through collaborative practice;
• model and develop information strategies to improve student learning outcomes;
• evaluate student learning in relation to library programs and information services to inform and improve professional practice;
• establish policies and procedures for efficient school library management;
• use best practices in library and database management to manage the diverse range of information resources including the online environment to maximise accessibility and relevance;
• adhere to standards in cataloguing, metadata application and database retrieval systems.
The role of the TL is a unique and Multi dimensional one.
In topic 2 for ETL401 we were asked to look at the following document as a starting point to examining the role of the TL.
The statement by ASLA on Teacher Librarian qualifications indicates the TL role and emphasises the importance of qualifications for a TL.
Summary of Statement:
• Teacher librarians support and implement the vision of their school communities through advocating and building effective library and information services and programs that contribute to the development of lifelong learners.
• A teacher librarian is defined as one who holds recognised teaching qualifications and qualifications in librarianship, defined as eligibility for Associate (i.e. professional) membership for the Australian Library and Information Association [ALIA]. Within the broad fields of education and librarianship, teacher librarians are uniquely qualified. This is valuable because curriculum knowledge and pedagogy are combined with library and information management knowledge and skills.
• The nature of teacher librarianship and library and information services is constantly developing. Educational research and new understandings impact on curricula, teaching, learning and digital technologies. Therefore, continuing professional learning for teacher librarians is essential to maintain a current library and information service for the school.
• As a member of a school’s teaching team, the teacher librarian has a role in the planning, implementation and evaluation of educational policies, curricula, outcomes and programs, with particular reference to the development of students’ information literacy.
• Courses in teacher librarianship emphasise the unique, integrated nature of the role. These qualifications ensure that the teacher librarian is both an educator and an information manager with integrated understandings from both of the areas.
A qualified teacher librarian will:
• develop a deep understanding of suitable pedagogies with relevance to learning styles;
• model excellent teaching practice and guide teachers with curriculum implementation through collaborative practice;
• model and develop information strategies to improve student learning outcomes;
• evaluate student learning in relation to library programs and information services to inform and improve professional practice;
• establish policies and procedures for efficient school library management;
• use best practices in library and database management to manage the diverse range of information resources including the online environment to maximise accessibility and relevance;
• adhere to standards in cataloguing, metadata application and database retrieval systems.
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